人教版高中英语获奖教学设计

　　Unit 2 Working the land

　　Using language

　　Teaching aims:

　　1. The students learn to summarize the reading passage and find out the related information.

　　2. Use the knowledge they have learnt in “Reading” by making a plan and writing a poster.

　　3. Learn how to work groups.

　　Difficult teaching points:

　　1. Make a plan to show what they are going to grow in the field.

　　2. Write a poster to advertise their good harvest.

　　Teaching procedures:

　　I. Lead in

　　1. Ask the students some questions, trying to know what they are eating in their daily life.

　　What did you have for lunch?

　　Do you like eating …?

　　Do you think you are eating healthily?

　　2. Present a popular saying and let them think why such thing happens.

　　“吃动物怕激素;吃植物怕毒素;喝饮料怕色素;能吃什么，心里没数。”―――人大代表金志国带到两会上的顺口溜。

　　Why did he say so?

　　Can you give some examples to show what foods are harmful to our health?

　　How can we solve the problem?

　　As people’s living condition improves, more and more people are concerned about what they eat. In fact, more and more become worried about the quality of the food they eat. People now all want to eat green food which does no harm to their health.

　　As people’s living condition improves, more and more people are concerned about what they eat. In fact, more and more become worried about the quality of the food they eat. People now all want to eat green food which does no harm to their health.

　　What food is healthier and safer for us?

　　What we need is natural food-----green food.

　　Do you know how green food is produced?

　　II. Reading

　　1. Skimming:

　　Today we have a passage which will tell you something about organic farming. Read the passage quickly and find out:

　　What is organic farming?

　　2. Scanning:

　　Find the detailed information about organic farming.

　　Organic farmers prefer to use natural fertilizers for their plants.

　　Why are natural fertilizers better?

　　What problems are caused by using chemical fertilizers?

　　Do organic farmers have and special ways of farming? If they have, what are they?

　　And why do they do so?

　　III. Using language

　　1. Make a plan:

　　As we know, farming is something not familiar to us. But farming is very important for all the people. So today I’d like you to do some farming. There is a big piece of free field near your school. The school is planning to grow some crop in the field. First of all, a plan is needed. So make a plan in your group.

　　What to grow and why?

　　How to develop the soil?

　　What special way to grow it?

　　What special way to take care of your crop?

　　2. Report the plan

　　Do you think what you grow is green food?

　　Do you really think you have made a perfect plan?

　　If others will help to improve your plan, will you be willing to hear about their opinions?

　　3. Further discussion.

　　Present the plan of your group to the neighboring group and exchange your ideas with them, trying to get their advice on your farming to make your plan even more perfect. You have five more sentences to improve your plan.

　　After five minutes, ask several groups to report their plan and tell the whole class what advice they have got from the neighboring group.

　　4. You all have a good harvest. But the problem is what you will do with the harvest. Do you want to sell it and make some money? How about writing a poster? I think it can not only let more people know the food you grow, but also can make your work much easier. So if you want to sell your food quickly, write a poster right now, and try to make it as good as possible.

　　Homework:

　　1. Finish designing the posters.

　　2. Sum up what you have learnt in this unit, including useful words, expressions and new grammar item.

　　教 学 反 思

　　遂昌中学 季素君

　　记得上次葛炳芳老师用了一个比喻，把上课的教师和评课的专家比作烧菜的人和吃菜的人，我觉得我这个烧菜的人和其他烧菜的人之间存在差距，其一，本身厨艺还没有达到一定水平，在家里烧烧菜可能还可以，大家也不嫌弃，但是烧个筵席可能力不从心。其二，吃菜的人已经把目光转向其他菜系了，而我却还是在闭门烧自己的菜。讲到上课也一样，现在专家们已经非常关注“课堂有效性”了，而我们可能只知道它是一种时尚理论，却没有真正理解领会它的内涵，通过这次课堂教学评比活动，我就自己的理解，总结了几点“课堂有效性”没能达成的原因。